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Title: Predicting readiness on the Florida Entry-Level-Placement Test from a set of high school academic variables.
Creator: Forman, Joseph Martin., Florida Atlantic University, Kerensky, Vasil M., Morris, John D.
Abstract/Description: This study explored the predictive accuracy of three, two-group linear discriminant function equations. The grouping or criterion variables employed were scores from the three sections (math, reading, and writing) of the Computerized Placement Test (CPT). The predictor variables used were gathered from the academic history for each case. These variables ranged from the GPA in grade eight, through the normal-curve-equivalent test scores in both math and reading from the Grade Ten Assessment...
Show moreThis study explored the predictive accuracy of three, two-group linear discriminant function equations. The grouping or criterion variables employed were scores from the three sections (math, reading, and writing) of the Computerized Placement Test (CPT). The predictor variables used were gathered from the academic history for each case. These variables ranged from the GPA in grade eight, through the normal-curve-equivalent test scores in both math and reading from the Grade Ten Assessment Test (GTAT), and included several actual GPAs achieved in science and math courses at all three levels of difficulty in high school (Appendix A). The data set was built from 16 variables derived from the academic history of 432 graduates of the Broward County public schools in 1994. Each of these cases was found to have had a pass/fail score on the Florida Entry-Level-Placement Test (CPT) at Broward Community College. All three discriminant function equations were examined to determine if the models were statistically significant and reliable, or consistently repeatable, using both a leave-one-out analysis, and a hold-out estimate analysis. The degree to which the models performed better than proportional chance was also investigated. The results of the three, two group discriminant equations built from the predictor variables and the grouping variables have implications for high school counselors. These data indicated a better prediction for students who do not pass (90.4%) the CPT than for those who do pass (48.8%) the entry-level placement test at Broward Community College. The external analyses (leave-one-out and hold-out) show some reduction in predicting accurately; but, as demonstrated by the Z class summary, still are predicting at a significant level for the samples with the exception of the CPTRJ hold-out method for the non-selected group. For high school counselors, then, this research was designed to encourage early examination of particular data sets for the purpose of predicting success on the Florida entry-level placement test. Successful course selection can assist students gain access to college.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12536
Subject Headings: Educational tests and measurements, Competency-based educational tests, Community colleges--Florida--Entrance examinations
Format: Document (PDF)

Title: The Relationship Between Mandatory 3rd Grade Retention and School Performance in Florida.
Creator: Shields-Proctor, Cheryl A., Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The mixed method study analyzed Florida’s 3rd grade retention policy found in F.S. 1008.25 for its rational and intended purpose. In addition, the study investigated the relationship and hypothetical impact of 3rd grade mandatory retention policy on school grades in elementary schools across the state of Florida. A critical policy analysis used policy document analysis through the lens of critical race theory. Correlation analyses investigated the relationship between the practice of holding...
Show moreThe mixed method study analyzed Florida’s 3rd grade retention policy found in F.S. 1008.25 for its rational and intended purpose. In addition, the study investigated the relationship and hypothetical impact of 3rd grade mandatory retention policy on school grades in elementary schools across the state of Florida. A critical policy analysis used policy document analysis through the lens of critical race theory. Correlation analyses investigated the relationship between the practice of holding students back in grade and the outcomes resulting from high stakes tests moderated by school characteristics of minority rate, free reduced lunch rate and Title I status. The findings show Florida Statute 1008.25 places some schools with high Minority rates, and high FRL rates in a paradoxical situation from which the schools cannot escape. All schools are obligated to enact the terms of education legislation, yet my study demonstrates a negative correlation for the “majority minority” schools (Darling-Hammond, 2010).
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004823, http://purl.flvc.org/fau/fd/FA00004823
Subject Headings: Education, Elementary--Florida., Educational tests and measurements--Florida., Grade repetition--Florida., School children.
Format: Document (PDF)

Title: Facing the FCAT: A matched-pair comparison of changes in mean developmental scale scores of selected schools in Miami-Dade and Palm Beach counties from 2003--2004.
Creator: O'Boyle, Francis P., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description: This research compared the effectiveness of efforts by the Palm Beach County School District and the Miami-Dade County School District to raise academic achievement at 39 comparable low-performing schools in their districts. Palm Beach County School District mandated a highly prescriptive plan that involved intense district staff involvement during the 2003--2004 school year. Miami-Dade County School District utilized a highly descriptive plan that entailed only mild to moderate involvement...
Show moreThis research compared the effectiveness of efforts by the Palm Beach County School District and the Miami-Dade County School District to raise academic achievement at 39 comparable low-performing schools in their districts. Palm Beach County School District mandated a highly prescriptive plan that involved intense district staff involvement during the 2003--2004 school year. Miami-Dade County School District utilized a highly descriptive plan that entailed only mild to moderate involvement from district staff. A matched-pair research design was used to examine what differences, if any, existed between the learning gains of comparable schools in Palm Beach County and Miami-Dade County as measured by changes in mean developmental scale scores on the Reading and Math subtests of the Florida Comprehensive Assessment Test. Using a two-tailed test comparing the means of the two groups (alpha < .05), there was no statistical significance in the mean changes in mean developmental scale scores (MDSS) in reading, and no significant correlation between the schools in the matched pairs in either reading or math (p > .05). There was statistical significance (t = 2.633; p = .012) in the changes in mean developmental scale scores in math, however, and a test of effect size (d = .69334) indicated that this was of moderate practical significance.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12112
Subject Headings: Educational tests and measurements--Florida, Florida Comprehensive Assessment Test, Achievement tests--Florida, Competency-based educational tests--Florida
Format: Document (PDF)

Title: A COMPARISON OF THE FLORIDA STATEWIDE ASSESSMENT TEST, THIRD AND FIFTH GRADE SKILLS AND THE DEVELOPMENTAL LEVEL OF THE THIRD AND FIFTH GRADE STUDENT.
Creator: TWITCHELL, RUTH EVERGLYN PALMER, Florida Atlantic University
Abstract/Description: The Educational Accountability Act of 1971 established the Florida Statewide Assessment Tests. By 1978 all students in selected grades in the Florida public schools were evaluated. Fifteen percent or more of the third grade students tested failed eight of the skills presented in the 1978-79 Assessment Test, while twenty-five of the skills were failed by fifteen percent or more of the fifth grade students. The question was: Were these skills appropriate to the age of the child to whom they...
Show moreThe Educational Accountability Act of 1971 established the Florida Statewide Assessment Tests. By 1978 all students in selected grades in the Florida public schools were evaluated. Fifteen percent or more of the third grade students tested failed eight of the skills presented in the 1978-79 Assessment Test, while twenty-five of the skills were failed by fifteen percent or more of the fifth grade students. The question was: Were these skills appropriate to the age of the child to whom they were presented? A panel was randomly selected from representatives of Psychology, Education, and Pediatrics Departments of accredited Colleges and Universities in the United States. The panel members received an instrument containing each of the thirty-three skills failed by fifteen percent or more of the third and fifth grade students. Respondents entered the age interval appropriate for mastery of the skill. Results showed a significant difference among the three responding groups at the .05 level of confidence for two of the twenty-five fifth grade skills and for none of the third grade skills. The respondents indicated all of the fifth grade skills were appropriate for entry level. Two third grade skills were judged appropriate for approximately six months beyond the entry level age. Standard deviations of frequency responses showed wide variation within each group. Educators displayed the widest spread in their responses, pediatricians the least. Age intervals from eight to eleven years were chosen by members of the same discipline. Numerous verbal responses were received. Several stated subjective judgment was inappropriate for determining what children should know. Many considered mastery an improper concept since the increasing complexity of skills taught to school children requires the need to continuously reteach and reinforce material.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11792
Subject Headings: Educational tests and measurements--Florida--Evaluation, Fifth grade (Education), Third grade (Education)
Format: Document (PDF)

Title: Multiple Measures as a Placement Instrument in Mathematics at Florida State Colleges.
Creator: Montañez Martínez, III, Miguel A., Floyd, Deborah L., Morris, John D., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Every year, thousands of Florida public high school graduates seek to enter Florida state colleges based on a single standardized placement test. This quantitative study sought to identify an actuarial model, based on multiple measures, as an alternative to standardized placement tests. The study, grounded on degree completion theories, examined high school students from the Miami-Dade metropolitan area and their performance in one first-year mathematics course in Miami Dade College during...
Show moreEvery year, thousands of Florida public high school graduates seek to enter Florida state colleges based on a single standardized placement test. This quantitative study sought to identify an actuarial model, based on multiple measures, as an alternative to standardized placement tests. The study, grounded on degree completion theories, examined high school students from the Miami-Dade metropolitan area and their performance in one first-year mathematics course in Miami Dade College during the Fall 2014 academic term. The study, using a sample size of 10,186 subjects, examined multiple predictor variables and one outcome variable to measure predictability of success in Intermediate Algebra. The study used descriptive statistics, multiple linear regression, and logistic regression to develop a multiple measure actuarial model. A quantitative analysis of archived student records was used in this study. The analysis revealed that the actuarial model, using gender, ethnicity, age, academic objective, academic load, high school GPA, high school mathematics gap, and high school mathematics curriculum composite score as predictor variables, was significant in predicting success in Intermediate Algebra. The actuarial model correctly classified 1,688 subjects who would fail Intermediate Algebra, achieving a hit rate of 75% in predicting failure in Intermediate Algebra. Similarly, the model achieved a hit rate of 54% when classifying subjects who would pass Intermediate Algebra. The improvement-over-chance index, I, was 44.8%, representing a 45% reduction in error when classifying subjects who would fail Intermediate Algebra. Thus, the actuarial model, with all its predictor variables, provides helpful guidance when advising incoming first-time-in-college (FTIC) students.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004614, http://purl.flvc.org/fau/fd/FA00004614
Subject Headings: Achievement in education--Measurement., Educational tests and measurements--Florida., Mathematics--Examinations, questions, etc., Advanced placement programs (Education)
Format: Document (PDF)

Title: The Florida Comprehensive Assessment Test (FCAT) and the Predictive Utility of the PSAT for FCAT Preparedness.
Creator: Beard, Bernadine E. Dorantes, Bryan, Valerie, Florida Atlantic University
Abstract/Description: In the years since the establishment of the Florida Comprehensive Assessment test (FCAT) in 1998, the Florida public school districts have had little standardized, diagnostic data to assist in preparation for the FCA T. The FCAT serves as a high-stakes assessment for students as a graduation requirement, and it serves as a high-stakes assessment for school and district accountability for the Florida A++ Plan, and for national accountability within No Child Left Behind Act, 2001. A...
Show moreIn the years since the establishment of the Florida Comprehensive Assessment test (FCAT) in 1998, the Florida public school districts have had little standardized, diagnostic data to assist in preparation for the FCA T. The FCAT serves as a high-stakes assessment for students as a graduation requirement, and it serves as a high-stakes assessment for school and district accountability for the Florida A++ Plan, and for national accountability within No Child Left Behind Act, 2001. A quantitative study was conducted to determine if the College Board's Preliminary Scholastic Achievement Test, PSAT/NMSQT®, could be used to predict scores on the FCAT. More than 11 ,000 student test records ofBroward County public school lOth graders were used for this study. Predictive discriminant analyses were conducted using the October 2003 PSAT/NMSQT® and the March 2004 FCAT scores. Three contextual variables: gender, race/ethnicity, and socioeconomics were used to determine if the variables moderate the ability of the PSAT in classifying the students as passing the FCAT. The study found the percent of the groups correctly classified for predicting FCAT Reading from the PSAT Verbal scores for all subjects and each contextual variable ranged from 75 percent to 78.70 percent. The accuracy for the PSAT Verbal predicting failing the FCAT Reading for all of the subjects was at 84.50 percent, and the accuracy for PSAT Verbal predicting passing the FCAT Reading was at 71.40 percent. The study also found the percent of the groups correctly classified for predicting FCAT Math from PSAT Math scores for all subjects and each contextual variable ranged from 72.40 % to 76.00 percent. The accuracy for the PSAT Math predicting failing the FCAT Math for all subjects was at 89.70 percent and the accuracy for PSAT Math predicting passing the FCAT Math for all subjects was at 70.90 percent. The model in this study has proven to be successful in predicting FCAT success through the use of the PSAT scores. Recommendations for educators, both district and school staff, include exploring optimum utilization of available data through the PSAT, and optimum utilization of the PSAT score reports for direct intervention with students.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000649
Subject Headings: Florida Comprehensive Assessment Test, Educational tests and measurements--Florida--Evaluation, PSAT (Educational test)--Evaluation, Examinations--Scoring--Statistics
Format: Document (PDF)

Title: Teacher perspectives on the effect of the Florida Public Accountability System on the middle school classroom.
Creator: Roberts, Helen, Florida Atlantic University, Jurenas, Albert C.
Abstract/Description: The Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement...
Show moreThe Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement studies, drop out studies, and other data had been analyzed, little research focused on the impact of the FCAT from the perspective of the classroom teacher. This study examines the impact of the Florida Public Accountability System and the FCAT on the middle school classroom from the teacher's perspective. A survey of 130 middle school teachers was conducted in the spring of 2004. The study included closed-ended questions and space for additional comments. The impact was measured based on three variables, the impact on instructional methodologies, the impact on the quality of education and the impact on job satisfaction. Each of these variables was further analyzed to see if the grade of the school in which the teacher works has an effect on their responses to the survey. Furthermore, an analysis was conducted to determine if the subject area which the teacher teaches affected responses to the survey. Results indicate that responses are split on the majority of questions relating to the impact of the FCAT and the Florida Public Accountability System on both the instructional methodologies in classrooms and on the quality of education. These results showing both positive and negative responses between individual teachers indicate a lack of agreement within the teaching profession and create an interesting dynamic for school leaders. The results indicate less disagreement on the effects on job satisfaction with teachers reporting little impact on their own personal job satisfaction however, more impact on staff morale. A school's grade did not appear to influence differences in responses. However, the subject areas that a teacher reported teaching did seem to influence teacher responses. With increasing emphasis on accountability in mind, including Federal No Child Left Behind requirements, further research in this area is recommended.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12160
Subject Headings: Educational accountability--Florida, Educational tests and measurements--Florida, Academic achievement--Florida, Florida Comprehensive Assessment Test, Middle school education, Middle school teachers--Florida--Attitudes
Format: Document (PDF)

Title: Florida Student Progression Policies and Their Effect on Student Achievement.
Creator: Wright, Marielena P., Pisapia, John, Florida Atlantic University
Abstract/Description: This study investigated the varied district student progression policies from 9th to lOth grade and their effect on the district-level achievement of the high schools as measured by six categories of FCA T achievement consistent with those that comprise district grades during the 2005-2006 academic year. In Florida, the state assessment policy and the resulting rewards and sanctions policy, known as the Florida A+ Plan, are uniformly defined across districts while the state student...
Show moreThis study investigated the varied district student progression policies from 9th to lOth grade and their effect on the district-level achievement of the high schools as measured by six categories of FCA T achievement consistent with those that comprise district grades during the 2005-2006 academic year. In Florida, the state assessment policy and the resulting rewards and sanctions policy, known as the Florida A+ Plan, are uniformly defined across districts while the state student progression policy simply provides guidelines for districts to follow. This results in varied student progression policies in the 67 school districts within the state. A quantitative study of the district student progression policies for promotion from 9th to lOth grade and student achievement, as measured by the Florida Comprehensive Assessment Test (FCA T), was conducted to determine the effect of varied student progression policies on district FCA T achievement. Five predictor variables, based upon promotion requirements from the 9th to 1Oth grade, - number of credits, the type of credits, the availability of midyear promotion, additional requirements to be met for midyear promotion, and minimum grade point average - the six FCA T based criterion variables; and, two contextual variables - district socioeconomic status (SES) and district size were used in the study. Linear regression analysis was used to find that the inclusion of a minimum grade point average had a significant inverse relationship with FCA T Reading Learning Gains. Additionally, theSES of the district was found to significantly affect the relationship between the midyear promotion of students and FCAT Reading proficiency; the type of credits required for promotion and FCA T Math proficiency; and the minimum number of credits required for promotion and both FCA T Math learning gains and FCA T Reading learning gains of the lowest quartile of students. The second order interaction of district size on the effect of SES on the relationship between the predictor and criterion variables yielded significant moderating effects of district size on the moderating effect of SES for the relationships between the minimum number of credits required for promotion and both FCA T Math proficiency and FCA T Math learning gains.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000716
Subject Headings: Academic achievement--Florida--Evaluation, Florida Comprehensive Assessment Test--Evaluation, Educational tests and measurements--Florida--Evaluation, Grading and marking (Students), Educational sociology--Florida
Format: Document (PDF)

Title: A study of transformational leadership and student achievement in inner-city elementary schools.
Creator: Bonaros, Demetrios James, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this study was to establish an empirical link between transformational leadership and student achievement measured by the Florida Comprehensive Achievement Test. In addition, the relationship between transformational leadership and increased levels of teacher satisfaction, willingness to give extra effort, perceptions of principal effectiveness were examined. This study took place in 21 elementary inner-city schools of the Miami-Dade County Public Schools district. Two hundred...
Show moreThe purpose of this study was to establish an empirical link between transformational leadership and student achievement measured by the Florida Comprehensive Achievement Test. In addition, the relationship between transformational leadership and increased levels of teacher satisfaction, willingness to give extra effort, perceptions of principal effectiveness were examined. This study took place in 21 elementary inner-city schools of the Miami-Dade County Public Schools district. Two hundred ten personalized packets were delivered to the teachers of the selected schools. Two hundred and three answer sheets were returned to the researcher for a return rate of 97 percent. Data were collected from randomly selected teachers by voluntary completion of Bass and Avolio's Multifactor Leadership Questionnaire Form-5X (Short Form). The data were analyzed using Cronbach's alpha, Pearson correlation coefficients and multiple regression analysis. Transformational leadership was found to be linked to increased learning. In addition, transformational leadership was also related to increased teacher satisfaction, greater perception of principal effectiveness, and increased teacher willingness to give extra effort. Moreover, two ancillary questions were explored. These questions related to gender, and school size. The question on gender could not be analyzed in light of the overwhelming majority of female principals and lack of reliability of gender. School size was not related to transformational leadership. Based on the above findings, the following conclusions can be made with regard to transformational leadership and its impact on elementary education. First, transformational leadership does improve student achievement in inner-city elementary schools. Second, inner-city elementary teachers consider transformational principals superior to non-transformational principals. Third, elementary inner-city teachers demonstrate increased levels of satisfaction, willingness to give extra effort, and a high perception of principal effectiveness for transformational principals. The practical applications of the findings of this study and the implications drawn for further theoretical consideration and research are significant for future school improvement. This study adds to an important line of research. The information available today about transformational leadership and its impact on student achievement may help schools improve the lives of their students and the social and political future of our World.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12196
Subject Headings: School management and organization--Decision making
Format: Document (PDF)

Title: The effects of the Ready for Success program in the reading achievement of second- and third-grade students.
Creator: Goldberg, Michelle L., College of Education, Department of Counselor Education
Abstract/Description: The focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it...
Show moreThe focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it addresses the need for more outcome research tying school counselor led interventions to student achievement. Research based interventions for school counselors that improve academic achievement directly address the current focus on student achievement outcomes as well as the need for accountability of school counselors. The sample for this study included 240 participants, 107 in the treatment group and 133 in the comparison group. Students were selected from all second- and third-grade classes at four schools in South Florida. There were 66 participants in the second grade; 37 were male and 29 were female. There were 174 participants in the third grade; 92 were male and 82 were female. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Scholastic Reading Inventory (SRI). The analysis used for this study was an analysis of covariance (ANCOVA). Pretest scores on the SRI were used in the study as covariates on the dependent variable to account for group differences at pretest. The statistical analysis shows that there was no significant difference between the comparison and treatment group reading achievement levels on the SRI. Upon further review of the research a significant, confounding variable was discovered. High concentration of non-ESOL students were in the comparison group as compared to the treatment group., Further data exploration led to a discovery of variance in the fidelity of treatment, which may have also accounted for the given results. The lack of a significant finding may suggest the need for elements of the program to be adjusted particularly when considering that the two programs upon which RFS was based have been consistently shown to be effective.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/359924
Subject Headings: School improvement programs, Academic achievement, Educational tests and measurements, Reading (Elementary), Study and teaching
Format: Document (PDF)

Title: How Do Children's Attitudes Toward Reading Relate To Reading Practice And Reading Achievement?.
Creator: Galipault, Lorraine D., Towell, Janet, Florida Atlantic University
Abstract/Description: The purpose of this study was to investigate whether children's attitudes toward reading and their perceptions of themselves as readers impacted their academic achievement. Additionally, the study investigated the effect oftime spent reading and reading practice on student achievement. Finally, the research examined whether reading attitudes and reading practice were moderated by gender or ethnicity. Participants included 63 third-grade students in a Title I Elementary School. Students were...
Show moreThe purpose of this study was to investigate whether children's attitudes toward reading and their perceptions of themselves as readers impacted their academic achievement. Additionally, the study investigated the effect oftime spent reading and reading practice on student achievement. Finally, the research examined whether reading attitudes and reading practice were moderated by gender or ethnicity. Participants included 63 third-grade students in a Title I Elementary School. Students were administered a questionnaire to collect evidence of their reading preferences and their reading practices. In addition, students kept reading logs as a measure of what they read and how often they read. The data collected were correlated to students' reading achievement scale scores on the Florida Comprehensive Assessment Test (FCAT). The study concluded that in the overall study sample, there was a negative correlation for the reading practice item, talking about reading, and FCA T Scale Scores and a positive correlation between the reading attitude item, how well do you think you read, and FCA T Scale Scores. In the examination of the moderation effect for gender, there was a positive correlation for the reading attitude item reading is important and FCA T Scale Scores for males. The examination of the moderation effect for ethnicity indicated a negative correlation between talking about reading and FCAT Scale Scores for White students.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000666
Format: Document (PDF)

Title: "Con respeto": Factors related to the academic performance of Mexican-American fourth graders in selected Florida elementary schools.
Creator: Mosley, Mary Lindquist., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: The purpose of this study was to identify how various student, school, and staff predictors related to the academic performance of Mexican American fourth graders in selected schools as evidenced by their scores on the Florida Writes Assessment as well as on norm referenced achievement tests in reading comprehension and math applications. Three null hypotheses were tested to show if there was a correlation between predictors and these criterion variables: writing skills, reading comprehension...
Show moreThe purpose of this study was to identify how various student, school, and staff predictors related to the academic performance of Mexican American fourth graders in selected schools as evidenced by their scores on the Florida Writes Assessment as well as on norm referenced achievement tests in reading comprehension and math applications. Three null hypotheses were tested to show if there was a correlation between predictors and these criterion variables: writing skills, reading comprehension, and math applications. A sample of 64 students from two Florida districts and twelve elementary schools was obtained. Data were collected from archival sources within each school district as well as from surveys distributed to English Speakers of Other Languages (ESOL) teachers. These were then analyzed to determine correlations with Florida Writes and with Stanford Achievement Test (SAT) as well as California Test of Basic Skills (CTBS) subtests in reading comprehension and math applications. The researcher was most interested in determining the relationship between a language arts pull-out program and achievement of ESOL students at a focal school which was in danger of being identified by the Florida Department of Education as "critically low" in academic performance because of low test scores. Correlations of predictor variables including the pull-out program were analyzed to determine statistical significance. Only the third hypothesis--that relating to math applications--was rejected at a probability level of.05. In this case, three predictors were considered significant: number of Limited English Proficient (LEP) students, number of Mexican American students, and the pull-out program. Because of small sample size and limited applications, no far reaching conclusions were drawn although further study was suggested because the Mexican American population in Florida is growing, and these students have historically not performed well in school. It was also recommended that the Florida Department of Education reconsider the timeline for ESOL student participation in norm referenced testing in writing and reading because most research shows that it takes at least five to seven years for most students to acquire comprehensible second language skills.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12557
Subject Headings: Mexican American students--Florida, Academic achievement, Educational tests and measurements--United States, Education, Elementary--Florida
Format: Document (PDF)

Title: Florida middle grades pupil progression policies: their effects on middle school student achievement and retention rates.
Creator: Murray, Mary A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Florida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students,...
Show moreFlorida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students, interpretation and implementation have created additional barriers to grade level advancement. As a result, the possibility now exists for more students and especially those already at-risk of failure will be subject to higher retention rates. This may place them further at-risk of poor academic performance and of potentially dropping out of school, an opposite effect of the intent of the bill. This study was designed to evaluate the impact of the revised policies on middle school students.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2683536
Subject Headings: Education and state, Educational tests and measurements, Educational accountability, Achievement in education
Format: Document (PDF)

Title: The effect of skill-focused minilessons on students' independent use of reading skills during literature circles.
Creator: Kennedy, Gail., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Increased accountability in contemporary public elementary schools requires that teachers provide evidence they are using research-based strategies that reinforce skills assessed on standardized tests. There is a need to provide empirical evidence that literature circles can reinforce skills assessed on these tests. A literature circle is a research-based strategy that is common in language arts classrooms. This study investigates the connection between these skills and student discussion...
Show moreIncreased accountability in contemporary public elementary schools requires that teachers provide evidence they are using research-based strategies that reinforce skills assessed on standardized tests. There is a need to provide empirical evidence that literature circles can reinforce skills assessed on these tests. A literature circle is a research-based strategy that is common in language arts classrooms. This study investigates the connection between these skills and student discussion that takes place during literature circles. The purpose of this study was to examine the effect of skill-focused minilessons on students' independent use of reading skills. The study investigated whether application of skill-focused minilessons prior to literature circles would have an effect on students' independent use of reading skills within student discussions during literature circles. Sixteen students participated in the study. The study also investigated the impact that minilessons prior to literature circles had on students' scores on the Florida Comprehensive Assessment Test (FCAT) in reading. Students were randomly assigned to the researcher's fifth grade class in the 2008/2009 school year. All students read the same material and received the same treatment. During the course of the study, students first took the FCAT diagnostic in reading and then engaged in five literature circle meetings, each preceded by a minilesson. Students then engaged in five literature circles with a different book and without skill-focused minilessons, followed by the administration of the reading FCAT. The data, which included content analyses of transcriptions of students' discussion and the collection of FCAT scores, yielded several findings., The two skills most commonly used by students in independent literature circles were analyzing character and discussing plot. The two least commonly used skills were describing conflict and using context clues. Each skill within student discussion.The way in which students transferred the use of these skills to literature circles not preceded by skill focused minilessons varied. Multiple modes of transfer were identified for each skill. A dependent t-test for the FCAT scores did not indicate a statistically significant increase in the use of the five skills identified for this study when minilessons preceded literature circles.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2705076
Subject Headings: Group reading, Book clubs (Discussion groups), Reading (Primary), Guided reading, Educational tests and measurements, Florida Comprehensive Assessment Tests, Achievement in education
Format: Document (PDF)

Title: The impact of reading instructional methodology on student achievement of Black males based on the Florida Comprehensive Assessment Test.
Creator: Hicks, Deedara., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: For the past 20 years the gap in reading achievement has widened between Black and White students across the United States. The No Child Left Behind Act and the Florida A+ Plan require that all students meet proficiency on state-mandated assessments. As individual schools struggle to meet these guidelines, no student can be left behind. The purpose of this study was to determine the impact of two different reading instructional methodologies on the 2004 fourth-grade FCAT norm-referenced test ...
Show moreFor the past 20 years the gap in reading achievement has widened between Black and White students across the United States. The No Child Left Behind Act and the Florida A+ Plan require that all students meet proficiency on state-mandated assessments. As individual schools struggle to meet these guidelines, no student can be left behind. The purpose of this study was to determine the impact of two different reading instructional methodologies on the 2004 fourth-grade FCAT norm-referenced test (NRT) for Black males. The reading instructional methodologies examined in this study, Harcourt Basal Series and SRA Direct Instruction Program, have been used in Broward County Schools for the past several years. After instruction with either program from Grades 2 through 4, the fourth-grade Black males were administered the FCAT NRT Reading Test during the Spring of 2004. ANOVA statistical analysis was utilized to determine if the program had any effect on the students' achievement in reading as measured by the FCAT. For Basal schools (92 students) and Direct Instruction schools (84 students) means were calculated on the overall scores and the four subtests of the FCAT Reading NRT: Initial Understanding, Interpretation, Critical Analysis, and Strategies. A two-way ANOVA was performed to test for moderation of language and/or birth origin and the FCAT Reading NRT. This study found that there was no statistical significance on FCAT total scores or Subtests---Initial Understanding, Interpretation, or Strategies---for Black males using the Basal or Direct Instruction program. However, student achievement increased on the Critical Analysis subtest of the FCAT NRT for Black males who received Basal Instruction. The study also found that students' primary language or birth origin did not moderate the effectiveness of the instructional program. This study suggests that educators must examine other programs to adequately address Black male students' needs in reading. They may use a Basal, however, for instruction with Black males when Critical Analysis is weak.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12213
Subject Headings: Educational tests and measurements--Florida, Competency-based educational tests--Florida, Florida Comprehensive Assessment Test, African American young men--Education, Academic achievement--United States--Evaluation
Format: Document (PDF)

Title: Is there a relationship between academic achievement and school climate at the elementary, middle, or high school grade level?.
Creator: Doyal, Thomas Stacy., College of Education, Department of Teaching and Learning
Abstract/Description: Researchers have determined that many factors, including school climate, may be contributing to the lack of academic achievement of many of our students. In an effort to better understand this issue, this study tested for possible relationships between the school climate of multiple schools in Palm Beach County, Florida, and their students' academic achievement. Separate analyses were done at the elementary, middle, and high school levels. For the purpose of this study, academic achievement ...
Show moreResearchers have determined that many factors, including school climate, may be contributing to the lack of academic achievement of many of our students. In an effort to better understand this issue, this study tested for possible relationships between the school climate of multiple schools in Palm Beach County, Florida, and their students' academic achievement. Separate analyses were done at the elementary, middle, and high school levels. For the purpose of this study, academic achievement (criterion variable) was measure by the Florida Comprehensive Assessment Test, Math and Reading sections. School climate (predictor variable) was measured by the school district's yearly climate survey. In order to test the study's hypotheses, a linear multiple regression model using SPSS software was run to measure for any relationship between the criterion and predictor variables at the elementary, middle, and high school levels. The relationships of individual predictors with the criterion were tested with correlations and the model including all seven predictors was tested with multiple regressions.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/221943
Subject Headings: School improvement programs, Academic achievement, Educational equalization, Florida Comprehensive Assessment Test, Educational tests and measurements
Format: Document (PDF)

Title: The facts behind the FCAT.
Creator: Gamsey, Erin., Harriet L. Wilkes Honors College
Abstract/Description: The No Child Left Behind Act of 2001 makes schools accountable for the performance of their students, and measures that goal through standardized testing. Florida's standardized test is the Florida Comprehensive Assessment Test (FCAT). This paper investigates how the incentive structure of the FCAT accountability system has resulted in costly unintended consequences, such as the disruption of local home prices, teaching towards the test, manipulation of the test pools, and an increase in the...
Show moreThe No Child Left Behind Act of 2001 makes schools accountable for the performance of their students, and measures that goal through standardized testing. Florida's standardized test is the Florida Comprehensive Assessment Test (FCAT). This paper investigates how the incentive structure of the FCAT accountability system has resulted in costly unintended consequences, such as the disruption of local home prices, teaching towards the test, manipulation of the test pools, and an increase in the number of school dropouts. The State of Florida officially estimates that the cost to administer the FCAT is $19.44 per student. My claim is that the Florida Department of Education's estimate is profoundly understated because it does not take into account an array of internal and external costs associated with the test. By including these costs of the FCAT, I show that the FCAT does indeed cost more than $19.44 per student.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/3335019
Subject Headings: Florida Comprehensive Assessment Test, Achievement in education, Educational tests and measurements
Format: Document (PDF)

Title: Relationships between pre-service teachers' characteristics, high-stakes testing, and math efficacy beliefs in a former community college teacher preparation program in Florida.
Creator: Bingham, Amy A., Florida Atlantic University, Kumar, David D.
Abstract/Description: In Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of...
Show moreIn Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of teachers was conducted. Based on the information obtained from the literature review, the study examined a population of pre-service teachers in a new teacher preparation program in Florida. The research investigated relationships surrounding pre-service teachers' characteristics such as: ages, failed attempts on high-stakes math sub-tests, levels and grades earned in lower-division math courses, time elapsed between lower-division and upper-division math courses, and the grade earned in the math methods course, in relation to their efficacy beliefs about teaching math. Results from the study revealed that pre-service teachers' ages, levels and grades of lower-division math courses, and grades earned in the math methods courses, did have a significant relationship with their math efficacy beliefs, as measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). The variables of failed attempts on high-stakes math tests, and the time elapsed between lower- and upper-division math courses, did not significantly correlate with pre-service teachers' MTEBI scores. Additionally, a multiple regression model including the previously mentioned variables did predict pre-service teachers' MTEBI scores greater than chance, although the model did not generalize to the greater population. The findings from this study can assist new teacher preparation programs, which may serve non-traditional students, in isolating variables that can identify pre-service teachers who are at risk for poor mathematical experiences and attitudes in the early stages of the program. If pre-service teachers are prone to negative beliefs about teaching math, then any information in assisting these students prior to their having an effect on math education for future students can be beneficial. While this study posits some avenues to pursue in fostering positive math beliefs and experiences in teacher preparation programs, recommendations for further research in this area also will be discussed.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12110
Format: Document (PDF)

FAU Theses and Dissertations (17)	+ -
Honors Student Theses (1)	+ -

Educational tests and measurements (6)	+ -
Florida Comprehensive Assessment Test (6)	+ -
Academic achievement (3)	+ -
Achievement in education (3)	+ -
Educational tests and measurements--Florida (3)	+ -

Educational tests and measurements--Florida--Evaluation (3)	+ -
Competency-based educational tests--Florida (2)	+ -
Educational tests and measurements--Florida. (2)	+ -
School improvement programs (2)	+ -
Academic achievement--Florida (1)	+ -
Academic achievement--Florida--Evaluation (1)	+ -
Academic achievement--United States--Evaluation (1)	+ -
Achievement in education--Measurement. (1)	+ -
Achievement tests--Florida (1)	+ -
Advanced placement programs (Education) (1)	+ -
African American young men--Education (1)	+ -
Book clubs (Discussion groups) (1)	+ -
Community colleges--Florida--Entrance examinations (1)	+ -
Competency-based educational tests (1)	+ -
Education and state (1)	+ -
Education, Elementary--Florida (1)	+ -
Education, Elementary--Florida. (1)	+ -
Educational accountability (1)	+ -
Educational accountability--Florida (1)	+ -
Educational equalization (1)	+ -
Educational sociology--Florida (1)	+ -
Educational tests and measurements--United States (1)	+ -
Examinations--Scoring--Statistics (1)	+ -
Fifth grade (Education) (1)	+ -
Florida Comprehensive Assessment Test--Evaluation (1)	+ -

Florida (5)	+ -
Academic achievement--Florida--Evaluation (2)	+ -
Educational tests and measurements--Florida (2)	+ -
United States (2)	+ -
Academic achievement--Florida (1)	+ -

College teachers--In-service training--Florida (1)	+ -
Education--Standards--Florida (1)	+ -
Educational leadership--Florida (1)	+ -
Educational tests and measurements--Florida--Evaluation (1)	+ -
Florida Comprehensive Assessment Test (1)	+ -
Mathematics teachers--Training of--Florida (1)	+ -
Motivation in education--Florida (1)	+ -
Palm Beach County (1)	+ -
Reading (Elementary)--Ability testing--Florida (1)	+ -
Teachers--Training of--Florida (1)	+ -

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